Psychopedagogy Science
A.Y. 2022/2023
Learning objectives
The course aims to enable students to achieve a certain degree of knowledge related to the psycho-pedagogical concepts that are involved in people's feed management. According to the evolutionary model of development of the individual, the aim is to know the different types of client/patient's needs in order to be able to better manage the therapeutic relationship with clients/patients with different structures of personality in the work practice of the dietitian, which today is increasingly characterised by a coordinated interdisciplinary intervention.
Expected learning outcomes
At the end of the course students will have knowledge related to the psychological and sociological concepts that are involved in people's feed management.
At the end of the course the student will have developed psycho-pedagogical skills which are required to work in the different areas of nutrition education and nutrition management field.
At the end of the course the student will have developed psycho-pedagogical skills which are required to work in the different areas of nutrition education and nutrition management field.
Lesson period: year
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Prerequisites for admission
Not required.
Assessment methods and Criteria
Written test composed of approximately 60 questions, open-ended and/or MCQs. The secretary office of the degree will communicate to the students the test results by email.
Theories and science of education and social education
Course syllabus
· Presentation of the course program
· Reflective writing exercise on an episode of education. Episode sharing and discussion
· Analysis of educational activities in the clinical setting: educational communication activity between a general practitioner and a patient
· Definition of education and difference with instruction.
· Definition of patient information, patient education and therapeutic patient education.
· Models of medicine and educational models
· Characteristics of the educational communication
· Analysis of written educational interactions between a dietician and a patient
Emotion management and decision-making styles in food education: analysis of the meaning of the psychological theories concerning Locus of control, coping ability (problem-focused, emotion-focused e meaning-focused), decisional style (Need for Closure, mindfulness) and decision-making strategies (info seeking, info processing, ruminating, advice following).
· Analysis of clinical cases (patients needing dietitian intervention) in order to explain the topics above.
· Motivating the patient to change: the role of educational diagnosis.
· Counseling in food education processes.
· Planning individual or group nutritional education interventions in different settings.
· Food education in schools and in business companies: the experience of the EAT project
· Conclusions of the course
· Integrative teaching activities: practicing on clinical cases.
· Reflective writing exercise on an episode of education. Episode sharing and discussion
· Analysis of educational activities in the clinical setting: educational communication activity between a general practitioner and a patient
· Definition of education and difference with instruction.
· Definition of patient information, patient education and therapeutic patient education.
· Models of medicine and educational models
· Characteristics of the educational communication
· Analysis of written educational interactions between a dietician and a patient
Emotion management and decision-making styles in food education: analysis of the meaning of the psychological theories concerning Locus of control, coping ability (problem-focused, emotion-focused e meaning-focused), decisional style (Need for Closure, mindfulness) and decision-making strategies (info seeking, info processing, ruminating, advice following).
· Analysis of clinical cases (patients needing dietitian intervention) in order to explain the topics above.
· Motivating the patient to change: the role of educational diagnosis.
· Counseling in food education processes.
· Planning individual or group nutritional education interventions in different settings.
· Food education in schools and in business companies: the experience of the EAT project
· Conclusions of the course
· Integrative teaching activities: practicing on clinical cases.
Teaching methods
Frontal teaching as the main teaching method, supplemented with the use of interactive and polling tools, videos, reflective writing exercises, analysis of written communicative interactions between a dietitian and a patient, case analysis/problem solving. Attendance is mandatory.
Additional practice activities are also planned; at the end of the lessons, a case analysis forum will be set up on the Ariel platform. Students will be asked to work in small groups and will be given a personalised feedback.
Additional practice activities are also planned; at the end of the lessons, a case analysis forum will be set up on the Ariel platform. Students will be asked to work in small groups and will be given a personalised feedback.
Teaching Resources
· Pocetta G., Garista P., Tarsitani G. (2009), a cura di, Alimentare il benessere della persona. Prospettive di promozione della salute e orientamenti pedagogici per l'educazione alimentare in Sanità Pubblica, Società Editrice Universo, Roma, capp. V, X, XI, XIV, XVIII, XXII. The exact pages will be specified in class.
· Delle Fave A., Bassi M. (2013), Psicologia e Salute, UTET, Milano (cap. II pagg. 45, 52, 53, 57, 58; cap IV pagg. 143-144).
· Delle Fave A., Bassi M. (2013), Psicologia e Salute, UTET, Milano (cap. II pagg. 45, 52, 53, 57, 58; cap IV pagg. 143-144).
General psychology
Course syllabus
· Disease Centred medicine
· Patient Centred medicine
· The concept of patient's "agenda"
· The communication's role in the Patient Centred's model
· The communication's process and techniques
· Patient education
· Patient Centred medicine
· The concept of patient's "agenda"
· The communication's role in the Patient Centred's model
· The communication's process and techniques
· Patient education
Teaching methods
Frontal teaching is the main teaching method, video, role playing, reflective writing exercises, analysis of written interactions between a dietitian and a patient, case analysis/ problem solving. Attendance at teaching is mandatory.
Teaching Resources
· Moja E.A., Vegni E. La visita medica centrata sul paziente, Raffaello Cortina Editore, 2000.
· dispense distribuite durante il corso
· slides
· dispense distribuite durante il corso
· slides
Clinical psychology
Course syllabus
- Theoretical and cultural tools about clinical psychology, definitions and types of psychological approaches and clinical interviews;
- Origins, aims and methods of cognitive behavioral psychotherapeutic interventions;
- Origins, aims and methods of psychodynamic psychotherapeutic interventions;
- Definition of defense mechanisms and exemplifications;
- Origins, aims and methods of systemic and relational psychotherapeutic interventions;
- Theory of individual and family lifespan cycle;
- Stress, coping and burn out;
- Definition of "difficult patients" and strategies of approach;
- Assertive communication strategies with difficult patients;
- Definition of hospital clinical psychology and its peculiarities;
- Types of psychological intervention addressed to patients with a body disease, with clinical exemplifications;
- Eating disorders: diagnostic taxonomy; etiopathogenesis; approaches of intervention.
- Origins, aims and methods of cognitive behavioral psychotherapeutic interventions;
- Origins, aims and methods of psychodynamic psychotherapeutic interventions;
- Definition of defense mechanisms and exemplifications;
- Origins, aims and methods of systemic and relational psychotherapeutic interventions;
- Theory of individual and family lifespan cycle;
- Stress, coping and burn out;
- Definition of "difficult patients" and strategies of approach;
- Assertive communication strategies with difficult patients;
- Definition of hospital clinical psychology and its peculiarities;
- Types of psychological intervention addressed to patients with a body disease, with clinical exemplifications;
- Eating disorders: diagnostic taxonomy; etiopathogenesis; approaches of intervention.
Teaching methods
Teaching methods will be: lectures, discussions of clinical cases, plenary discussions
Teaching Resources
Clerici, C., & Veneroni, L. (2014). La psicologia clinica in ospedale: consulenza e modelli di intervento. Il Mulino.
Capitolo 24 "LA PSICOLOGIA CLINICA." E. Vegni, I. Fossati, R. Lamberti, V. Mariani pp 729-751 in Invernizzi, G., & Bressi, C. (ed 2017). Manuale di psichiatria e psicologia clinica. Mc Graw Hill
Capitolo 24 "LA PSICOLOGIA CLINICA." E. Vegni, I. Fossati, R. Lamberti, V. Mariani pp 729-751 in Invernizzi, G., & Bressi, C. (ed 2017). Manuale di psichiatria e psicologia clinica. Mc Graw Hill
Clinical psychology
M-PSI/08 - CLINICAL PSYCHOLOGY - University credits: 2
Lessons: 20 hours
Professor:
Leone Daniela Anna Antonia
General psychology
M-PSI/01 - GENERAL PSYCHOLOGY - University credits: 1
Lessons: 10 hours
Professor:
Balestrieri Raffaella
Theories and science of education and social education
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION - University credits: 1
Lessons: 10 hours
Professor:
Zannini Lucia
Educational website(s)
Professor(s)